Eugene Borokhovski

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In a recent meta-analysis of distance and online learning, Bernard et al. (2009) quantitatively verified the importance of three types of interaction: among students, between the instructor and students, and between students and course content. In this paper we explore these findings further, discuss methodological issues in research and suggest how these(More)
This paper reports the findings of a Stage I meta-analysis exploring the achievement effects of computer-based technology use in higher education classrooms (non-distance education). An extensive literature search revealed more than 6,000 potentially relevant primary empirical studies. Analysis of a representative sample of 231 studies (k = 310) yielded a(More)
This meta-analysis is a study of the experimental literature of technology use in postsecondary education from 1990 up to 2010 exclusive of studies of online or distance education previously reviewed by Bernard et al. (2004). It reports the overall weighted average effects of technology use on achievement and attitude outcomes and explores moderator(More)
Reading is a fundamental ability required of everyone by modern society. To become literate is the first step to all other academic achievements, and to be illiterate or a poor reader can result in life-long professional barriers and social challenges. No wonder, then, that so many psychologists, educators, and health professionals share in their(More)
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